According to The Family Education Law, a four-hour premarital course should be given to young couples. However, due to the time limitation of the course, we have solid reasons to doubt its effects, for it should obviously take more time for the young to obtain enough training and experiences in such an aspect. According to some studies, premarital education is often ignored because people are too busy to be interested in it. To solve this problem, some colleges have decided to design courses to teach young men and women before they are trapped in their work. Another reason for this decision is that college students are at the high stage of getting physically and spiritually intimate with the opposite sex, which, some research has showed, troubles them most in this period of time. They thus need more correct knowledge about how to get along with the opposite sex to help them get through every possible obstacle. Besides, with qualified teachers and systematic curriculum designs, the quality of marital education in a college can be guaranteed. The following case study is on the marriage and family courses that I have been teaching in National Kaohsiung First University of Science and Technology. By analyzing the results of the questionnaires, learning feedback, and information gathered in interviews, I hope some important points about premarital education can be found, such as the motives, expectations, needs, and effects. If what we expect can emerge, appropriate curriculum designs and instructional strategies will follow accordingly. Meanwhile, some effective suggestions will be provided for those colleges which make premarital education part of their courses.